Dynamic graphics- animation or video Decorative graphics serve to decorate the page without enhancing themessage of the lesson Representational graphics portray a single element, such as a photo of abicycle tire pump along with a caption. Relational graphics portray a quantitative relation among two or morevariables, such as a line graph showing the relation between years of age onthe x-axis and probability of being in a bicycle accident on the y-axis. Organizational graphics depict the relations among elements, such as adiagram of a bicycle tire pump with each pert labeled or a matrix giving adefinition and example of each of three different kinds of pumps. Transformational graphics depict changes in an object over time, such asa video showing how to fix a flat tire. Interpretive graphics illustrate invisible relationships such as ananimation of the bicycle pump that includes small dots to show the flow of airinto and out of the pump. Screen capture is a replication of an actual software screen. Process is a step-by-step description of how a system works, includingbusiness, scientific, and mechanical systems.
Chapter 4
Extraneous processing-cognitive processing that is unrelated to the instructional goal. Split attention- the learner is forced to use limited working memorycapacity to coordinate the multiple sources of information. The contiguity principle involves the need to coordinate printed words andgraphics. Corresponding graphics and printed words need to be placed near eachother on the screen.
Chapter 8
Personalization Principle 1- Using conversational rather than formal style dialogue. This approach resembles human-to-human conversation. Informational Delivery-This view of learning maintains that it is the intructor’s jobis to present information and the learner’s job is to acquire the information. Personalization Principle 2- Using effective on-screen coaches to promote learning. Agents can be representations of real people using video and human voice or artificial characters using animation and computer-generated voice. Our major interest in agents concerns their ability to employ sound instructional techniques that foster learning. Pedagogical agents are on-screen characters who help guide the learningprocess during an e-learning episode. Personalization Principle 3- Making the author visible to pPromotelearning. Visible authors reveal information aboutthemselves and highlight their personal perspectives. Converting an invisibleauthor to a visible one can be called giving a voice to the text
Chapter 9 Segmenting Principle -Breaking acontinuous lesson into bite-size segments. Pretraining principle-To preview key terms and concepts prior to introducingthe lesson.
Chapter 10
Worked Example- A worked example is a step-by-step demonstration of how to perform a task or solve a problem. Fading- In fading, the first example is a worked exampleprovided completely by the instruction. The first fully worked example isfollowed by a second example, in which most of the steps are worked out but thelearner is asked to complete one or two of them. As examples progress, thelearner gradually completes more of the steps. Eventually the learner solves apractice problem completely on his or her own. __expertise reversal effect__-- A phenomenon that maintains thatas learners gain more expertise, worked examples can actually impede learning. Chunking-Breaking down large amounts of information into smallerrelatable parts.
Five principles of worked examples: Principle 1:Transition from worked examples to full problems via fading. Principle 2: Includeself-explanation questions with your worked examples. Principle 3: Supplementworked examples with effective explanations. Principle 4: Applythe multimedia principles to the design of your examples. Principle 5: Support learning transferthrough effective design of context of worked examples.
Reference: Clark,R.C. & Mayer, R.e. (2008). E-Learning and the science of instruction:proven guidelines for consumer and designer of multimedia learning. (2nd ed.)San Francisco, CA: Pfeiffer
CHAPTER 3
Dynamic graphics- animation or video
Decorative graphics serve to decorate the page without enhancing themessage of the lesson
Representational graphics portray a single element, such as a photo of abicycle tire pump along with a caption.
Relational graphics portray a quantitative relation among two or morevariables, such as a line graph showing the relation between years of age onthe x-axis and probability of being in a bicycle accident on the y-axis.
Organizational graphics depict the relations among elements, such as adiagram of a bicycle tire pump with each pert labeled or a matrix giving adefinition and example of each of three different kinds of pumps.
Transformational graphics depict changes in an object over time, such asa video showing how to fix a flat tire.
Interpretive graphics illustrate invisible relationships such as ananimation of the bicycle pump that includes small dots to show the flow of airinto and out of the pump.
Screen capture is a replication of an actual software screen. Process is a step-by-step description of how a system works, includingbusiness, scientific, and mechanical systems.
Chapter 4
Extraneous processing-cognitive processing that is unrelated to the instructional goal.
Split attention- the learner is forced to use limited working memorycapacity to coordinate the multiple sources of information. The contiguity principle involves the need to coordinate printed words andgraphics. Corresponding graphics and printed words need to be placed near eachother on the screen.
Chapter 8
Personalization Principle 1- Using conversational rather than formal style dialogue. This approach resembles human-to-human conversation.
Informational Delivery-This view of learning maintains that it is the intructor’s jobis to present information and the learner’s job is to acquire the information.
Personalization Principle 2- Using effective on-screen coaches to promote learning. Agents can be representations of real people using video and human voice or artificial characters using animation and computer-generated voice. Our major interest in agents concerns their ability to employ sound instructional techniques that foster learning.
Pedagogical agents are on-screen characters who help guide the learningprocess during an e-learning episode.
Personalization Principle 3- Making the author visible to pPromotelearning. Visible authors reveal information aboutthemselves and highlight their personal perspectives. Converting an invisibleauthor to a visible one can be called giving a voice to the text
Chapter 9
Segmenting Principle -Breaking acontinuous lesson into bite-size segments.
Pretraining principle-To preview key terms and concepts prior to introducingthe lesson.
Chapter 10
Worked Example- A worked example is a step-by-step demonstration of how to perform a task or solve a problem.Fading- In fading, the first example is a worked exampleprovided completely by the instruction. The first fully worked example isfollowed by a second example, in which most of the steps are worked out but thelearner is asked to complete one or two of them. As examples progress, thelearner gradually completes more of the steps. Eventually the learner solves apractice problem completely on his or her own.
__expertise reversal effect__-- A phenomenon that maintains thatas learners gain more expertise, worked examples can actually impede learning.
Chunking-Breaking down large amounts of information into smallerrelatable parts.
Five principles of worked examples:
Principle 1:Transition from worked examples to full problems via fading.
Principle 2: Includeself-explanation questions with your worked examples.
Principle 3: Supplementworked examples with effective explanations.
Principle 4: Applythe multimedia principles to the design of your examples.
Principle 5: Support learning transferthrough effective design of context of worked examples.
Reference:
Clark,R.C. & Mayer, R.e. (2008). E-Learning and the science of instruction:proven guidelines for consumer and designer of multimedia learning. (2nd ed.)San Francisco, CA: Pfeiffer